Planning for progression using the Support for Writing materials
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Authors
Irvin, Liz
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to use the 'Support for Writing' materials to ensure progress through whole class and guided precision teaching, within a unit of work, to support teachers with resources, strategies and activities for target groups of pupils.
Aims: The main aim of this CPD was to use the 'Support for Writing' materials to ensure progress through whole class and guided precision teaching, with the intention of developing resources, strategies and activities to support teachers with target groups of pupils.
Methods: Participants were teachers from various schools who attended CPD sessions to learn about Support for Writing materials, APP and AfL principles, and how to use them to improve pupil learning. Methods used included CPD sessions, gap task contributions, teacher assessment, pupil work, and teacher evaluations to measure progress and impact on learning. Resources such as Primary Strategy Consultant support, websites, and Power Points were used to support teachers.
Findings: The main findings of this CPD are that teachers have developed greater understanding and confidence in teaching text structure, organization, and paragraphing, and that pupils have become more engaged and motivated to write with greater detail and confidence.
Implications: The findings of this CPD suggest that using Support for Writing materials, APP and AfL principles, and visual literacy, drama and speaking and listening activities can help motivate pupils to write confidently and with growing independence. This has had a positive impact on pupil learning, teaching, and school organisation and leadership.
Aims: The main aim of this CPD was to use the 'Support for Writing' materials to ensure progress through whole class and guided precision teaching, with the intention of developing resources, strategies and activities to support teachers with target groups of pupils.
Methods: Participants were teachers from various schools who attended CPD sessions to learn about Support for Writing materials, APP and AfL principles, and how to use them to improve pupil learning. Methods used included CPD sessions, gap task contributions, teacher assessment, pupil work, and teacher evaluations to measure progress and impact on learning. Resources such as Primary Strategy Consultant support, websites, and Power Points were used to support teachers.
Findings: The main findings of this CPD are that teachers have developed greater understanding and confidence in teaching text structure, organization, and paragraphing, and that pupils have become more engaged and motivated to write with greater detail and confidence.
Implications: The findings of this CPD suggest that using Support for Writing materials, APP and AfL principles, and visual literacy, drama and speaking and listening activities can help motivate pupils to write confidently and with growing independence. This has had a positive impact on pupil learning, teaching, and school organisation and leadership.
Description
Keywords (free text)
Primary education , Assessment and target setting , Creativity , Transfer and transition , English - reading , English - speaking and listening , English - writing